CHAPTER XX

THE FIRST YEARS OF CORNELL UNIVERSITY--1868-1870

On the 7th of October, 1868, came the formal opening of the university. The struggle for its charter had attracted much attention in all parts of the State, and a large body of spectators, with about four hundred students, a.s.sembled at the Cornell Library Hall in Ithaca.

Though the charter had required us to begin in October, there had seemed for some time very little chance of it. Mr. Cornell had been absent in the woods of the upper Mississippi and on the plains of Kansas, selecting university lands; I had been absent for some months in Europe, securing plans and equipment; and as, during our absence, the contractor for the first main building, Morrill Hall, had failed, the work was wretchedly behindhand. The direct roads to the university site were as yet impracticable, for the Cascadilla ravine and the smaller one north of it were still unbridged. The grounds were unkempt, with heaps of earth and piles of material in all directions. The great quant.i.ties of furniture, apparatus, and books which I had sent from Europe had been deposited wherever storage could be found. Typical was the case of the large Holtz electrical machine from Germany. It was in those days a novelty, and many were anxious to see it; but it could not be found, and it was only discovered several weeks later, when the last pots and pans were pulled out of the kitchen store-room in the cellar of the great stone barrack known as Cascadilla House. All sorts of greatly needed material had been delayed in steamships and on railways, or was stuck fast in custom-houses and warehouses from Berlin and Paris to Ithaca. Our friends had toiled heroically during our absence, but the little town--then much less energetic than now--had been unable to furnish the work required in so short a time. The heating apparatus and even the doors for the students' rooms were not in place until weeks after winter weather had set in. To complicate matters still more, students began to come at a period much earlier and in numbers far greater than we had expected; and the first result of this was that, in getting ready for the opening, Mr. Cornell and myself were worn out. For two or three days before my inauguration both of us were in the hands of physicians and in bed, and on the morning of the day appointed we were taken in carriages to the hall where the ceremony was to take place.

To Mr. Cornell's brief speech I have alluded elsewhere; my own presented my ideas more at length. They were grouped in four divisions. The first of these related to ''Foundation Ideas,'' which were announced as follows: First, the close union of liberal and practical instruction; second, unsectarian control; third, a living union between the university and the whole school system of the State; fourth, concentration of revenues for advanced education.

The second division was that of ''Formative Ideas''; and under these--First, equality between different courses of study. In this I especially developed ideas which had occurred to me as far back as my observations after graduation at Yale, where the cla.s.sical students belonging to the ''college proper'' were given a sort of supremacy, and scientific students relegated to a separate inst.i.tution at considerable distance, and therefore deprived of much general, and even special, culture which would have greatly benefited them. Indeed, they seemed not considered as having any souls to be saved, since no provision was made for them at the college chapel. Second, increased development of scientific studies. The third main division was that of ''Governmental Ideas''; and under these-- First, ''the regular and frequent infusion of new life into the governing board.'' Here a system at that time entirely new in the United States was proposed. Instead of the usual life tenure of trustees, their term was made five years and they were to be chosen by ballot. Secondly, it was required that as soon as the graduates of the university numbered fifty they should select one trustee each year, thus giving the alumni one third of the whole number elected. Third, there was to be a system of self-government administered by the students themselves. As to this third point, I must frankly confess that my ideas were vague, unformed, and finally changed by the logic of events. As the fourth and final main division, I presented ''Permeating Ideas''; and of these--First, the development of the individual man in all his nature, in all his powers, as a being intellectual, moral, and religious.

Secondly, bringing the powers of the man thus developed to bear usefully upon society.

In conclusion, I alluded to two groups of ''Eliminated Ideas,'' the first of these being the ''Ideas of the Pedants,''

and the second the ''Ideas of the Philistines.'' As to the former, I took pains to guard the inst.i.tution from those who, in the higher education, subst.i.tute dates for history, gerund-grinding for literature, and formulas for science; as to the latter, I sought to guard it from the men to whom ''Gain is G.o.d, and Gunnybags his Prophet.''

At the close, referring to Mr. Cornell, who had been too weak to stand while delivering his speech, and who was at that moment sitting near me, I alluded to his n.o.ble plans and to the opposition, misrepresentation, and obloquy he had met thus far, and in doing so turned toward him. The sight of him, as he thus sat, looking so weak, so weary, so broken, for a few moments utterly incapacitated me. I was myself, at the time, in but little better condition than he; and as there rushed into my mind memories of the previous ten days at his house, when I had heard him groaning in pain through almost every night, it flashed upon me how utterly hopeless was the university without his support. My voice faltered; I could for a moment say no- thing; then came a revulsion. I asked myself, ''What will this great audience think of us?'' How will our enemies, some of whom I see scattered about the audience, exult over this faltering at the outset! A feeling of shame came over me; but just at that moment I saw two or three strong men from different parts of the State, among them my old friend Mr. Sedgwick of Syracuse, in the audience, and Mr.

Sage and Mr. McGraw among the trustees, evidently affected by my allusion to the obloquy and injustice which Mr. Cornell had met thus far. This roused me. But I could no longer read; I laid my ma.n.u.script aside and gave the ending in words which occurred to me as I stood then and there. They were faltering and inadequate; but I felt that the vast majority in that audience, representing all parts of our commonwealth, were with us, and I asked nothing more.

In the afternoon came exercises at the university grounds. The chime of nine bells which Miss Jenny McGraw had presented to us had been temporarily hung in a wooden tower placed very near the spot where now stands the porch of the library; and, before the bells were rung for the first time, a presentation address was delivered by Mr. Francis Miles Finch, since justice of the Court of Appeals of the State and dean of the University Law School; and this was followed by addresses from the superintendent of public instruction, and from our non- resident professors Aga.s.siz and George William Curtis.

Having again been taken out of bed and wrapped up carefully, I was carried up the hill to hear them. All the speeches were fine; but, just at the close, Curtis burst into a peroration which, in my weak physical condition, utterly unmanned me. He compared the new university to a newly launched ship--''all its sails set, its rigging full and complete from stem to stern, its crew embarked, its pa.s.sengers on board; and,'' he added, ''even while I speak to you, even while this autumn sun sets in the west, the ship begins to glide over the waves, it goes forth rejoicing, every st.i.tch of canvas spread, all its colors flying, its bells ringing, its heart-strings beating with hope and joy; and I say, G.o.d bless the ship, G.o.d bless the builder, G.o.d bless the chosen captain, G.o.d bless the crew, and, gentlemen undergraduates, may G.o.d bless all the pa.s.sengers!''

The audience applauded; the chimes burst merrily forth; but my heart sank within me. A feeling of ''goneness''

came over me. Curtis's simile was so perfect that I felt myself indeed on the deck of the ship, but not so much in the character of its ''chosen captain'' as of a seasick pa.s.senger. There was indeed reason for qualmish feelings.

Had I drawn a picture of the ship at that moment, it would have been very different from that presented by Curtis. My mind was pervaded by our discouragements-- by a realization of Mr. Cornell's condition and my own, the demands of our thoughtless friends, the attacks of our fanatical enemies, the inadequacy of our resources. The sense of all these things burst upon me, and the view about us was not rea.s.suring. Not only were the university buildings unready and the grounds unkempt, but all that part of our domain which is now devoted to the beautiful lawns about the university chapel, Barnes Hall, Sage College, and other stately edifices, was then a ragged corn-field surrounded by rail fences. No one knew better than I the great difficulties which were sure to beset us.

Probably no ship was ever launched in a condition so unfit to brave the storms. Even our lesser difficulties, though they may appear comical now, were by no means comical then.

As a rule, Mr. Cornell had consulted me before making communications to the public; but during my absence in Europe he had written a letter to the ''New York Tribune,''

announcing that students could support themselves, while pursuing their studies one half of each day in the university, by laboring the other half. In this he showed that sympathy with needy and meritorious young men which was one of his marked qualities, but his proclamation cost us dear. He measured the earnestness and endurance and self-sacrifice of others by his own; he did not realize that not one man in a thousand was, in these respects, his equal. As a result of this ''Tribune'' letter, a mult.i.tude of eager young men pressed forward at the opening of the university and insisted on receiving self- supporting work. Nearly all of those who could offer skilled labor of any sort we were able to employ; and many graduates of whom Cornell University is now proud supported themselves then by working as carpenters, masons, printers, accountants, and shorthand-writers. But besides these were many who had never done any manual labor, and still more who had never done any labor requiring skill. An attempt was made to employ these in grading roads, laying out paths, helping on the farm, doing janitors' work, and the like. Some of them were successful; most were not. It was found that it would be cheaper to support many of the applicants at a hotel and to employ day-laborers in their places. Much of their work had to be done over again at a cost greater than the original outlay should have been. Typical was the husking of Indian corn upon the university farm by student labor: it was found to cost more than the resultant corn could be sold for in the market. The expectations of these youth were none the less exuberant. One of them, who had never done any sort of manual labor, asked whether, while learning to build machinery and supporting himself and his family, he could not lay up something against contingencies.

Another, a teamster from a Western State, came to offer his services, and, on being asked what he wished to study, said that he wished to learn to read; on being told that the public school in his own district was the place for that, he was very indignant, and quoted Mr. Cornell's words, ''I would found an inst.i.tution where any person can find instruction in any study.'' Others, fairly good scholars, but of delicate build, having applied for self-supporting employment, were a.s.signed the lightest possible tasks upon the university grounds; but, finding even this work too severe, wrote bitterly to leading metropolitan journals denouncing Mr. Cornell's bad faith. One came all the way from Russia, being able to make the last stages of his journey only by charity, and on arriving was found to be utterly incapable of sustained effort, physical or mental.

The most definite part of his aims, as he announced them, was to convert the United States to the Russo-Greek Church.

Added to these were dreamers and schemers of more mature age. The mails were burdened with their letters and our offices with their presence. Some had plans for the regeneration of humanity by inventing machines which they wished us to build, some by devising philosophies which they wished us to teach, some by writing books which they wished us to print; most by taking professorships which they wished us to endow. The inevitable politician also appeared; and at the first meeting of the trustees two notorious party hacks came all the way from New York to tell us ''what the people expected,''--which was the nomination of sundry friends of theirs to positions in the new inst.i.tution. A severe strain was brought upon Mr. Cornell and myself in showing civility to these gentlemen; yet, as we were obliged to deny them, no suavity on our part could stay the inevitable result--their hostility. The attacks of the denominational and local presses in the interests of inst.i.tutions which had failed to tear the fund in pieces and to secure sc.r.a.ps of it were thus largely reinforced. Ever and anon came onslaughts upon us personally and upon every feature of the inst.i.tution, whether actual, probable, possible, or conceivable. One eminent editorial personage, having vainly sought to ''unload'' a member of his staff into one of our professorships, howled in a long article at the turpitude of Mr. Cornell in land matters, screamed for legislative investigation, and for years afterward never neglected an opportunity to strike a blow at the new inst.i.tution.

Some difficulties also showed themselves in the first working of our university machinery. In my ''plan of organization,'' as well as in various addresses and reports, I had insisted that the university should present various courses of instruction, general and special, and that students should be allowed much liberty of choice between these. This at first caused serious friction. It has disappeared, now that the public schools of the State have adjusted themselves to the proper preparation of students for the various courses; but at that time these difficulties were in full force and vigor. One of the most troublesome signs of this was the changing and shifting by students from course to course, which both injured them and embarra.s.sed their instructors. To meet this tendency I not only addressed the students to show that good, substantial, continuous work on any one course which any one of them was likely to choose was far better than indecision and shifting about between various courses, but also reprinted for their use John Foster's famous ''Essay on Decision of Character.'' This tractate had done me much good in my student days and at various times since, when I had allowed myself to linger too long between different courses of action; and I now distributed it freely, the result being that students generally made their election between courses with increased care, and when they had made it stood by it.

Yet for these difficulties in getting the student body under way there were compensations, and best of these was the character and bearing of the students. There were, of course, sundry exhibitions of boyishness, but the spirit of the whole body was better than that of any similar collection of young men I had ever seen. One reason was that we were happily spared any large proportion of rich men's sons, but the main reason was clearly the permission of choice between various courses of study in accordance with individual aims and tastes. In this way a far larger number were interested than had ever been under the old system of forcing all alike through one simple, single course, regardless of aims and tastes; and thus it came that, even from the first, the tone at Cornell was given, not by men who affected to despise study, but by men who devoted themselves to study. It evidently became disreputable for any student not to be really at work in some one of the many courses presented. There were few cases really calling for discipline. I prized this fact all the more because it justified a theory of mine. I had long felt that the greatest cause of student turbulence and dissipation was the absence of interest in study consequent upon the fact that only one course was provided, and I had arrived at the conclusion that providing various courses, suited to various aims and tastes, would diminish this evil.

As regards student discipline in the university, I had dwelt in my ''plan of organization'' upon the advisability of a departure from the system inherited from the English colleges, which was still widely prevailing. It had been developed in America probably beyond anything known in Great Britain and Germany, and was far less satisfactory than in these latter countries, for the simple reason that in them the university authorities have some legal power to secure testimony and administer punishment, while in America they have virtually none. The result had been most unfortunate, as I have shown in other parts of these chapters referring to various student escapades in the older American universities, some of them having cost human life. I had therefore taken the ground that, so far as possible, students should be treated as responsible citizens; that, as citizens, they should be left to be dealt with by the const.i.tuted authorities; and that members of the faculty should no longer be considered as policemen. I had, during my college life, known sundry college tutors seriously injured while thus doing police duty; I have seen a professor driven out of a room, through the panel of a door, with books, boots, and bootjacks hurled at his head; and even the respected president of a college, a doctor of divinity, while patrolling buildings with the janitors, subjected to outrageous indignity.

Fortunately the causes already named, to which may be added athletic sports, especially boating, so greatly diminished student mischief at Cornell, that cases of discipline were reduced to a minimum--so much so, in fact, that there were hardly ever any of a serious character. I felt that then and there was the time to reiterate the doctrine laid down in my ''plan of organization,'' that a professor should not be called upon to be a policeman, and that if the grounds were to be policed, proper men should be employed for that purpose. This doctrine was reasonable and it prevailed. The Cornell grounds and buildings, under the care of a patrol appointed for that purpose, have been carefully guarded, and never has a member of the faculty been called upon to perform police duty.

There were indeed some cases requiring discipline by the faculty, and one of these will provoke a smile on the part of all who took part in it as long as they shall live.

There had come to us a stalwart, st.u.r.dy New Englander, somewhat above the usual student age, and showing considerable apt.i.tude for studies in engineering. Various complaints were made against him; but finally he was summoned before the faculty for a very singular breach of good taste, if not of honesty. The entire instructing body of that day being gathered about the long table in the faculty room, and I being at the head of the table, the culprit was summoned, entered, and stood solemnly before us. Various questions were asked him, which he parried with great ingenuity. At last one was asked of a very peculiar sort, as follows: ''Mr. ----, did you, last month, in the village of Dundee, Yates County, pa.s.s yourself off as Professor ---- of this university, announcing a lecture and delivering it in his name?'' He answered blandly, ''Sir, I did go to Dundee in Yates County; I did deliver a lecture there; I did NOT announce myself as Professor ---- of Cornell University; what others may have done I do not know; all I know is that at the close of my lecture several leading men of the town came forward and said that they had heard a good many lectures given by college professors from all parts of the State, and that they had never had one as good as mine.'' I think, of all the strains upon my risible faculties during my life, this answer provoked the greatest, and the remainder of the faculty were clearly in the same condition.

I dismissed the youth at once, and hardly was he outside the door when a burst of t.i.tanic laughter shook the court and the youth was troubled no more.

Far more serious was another case. The usual good- natured bickering between cla.s.ses had gone on, and as a consequence certain soph.o.m.ores determined to pay off some old scores against members of the junior cla.s.s, at a junior exhibition. To do this they prepared a ''mock programme,'' which, had it been merely comic, as some others had been, would have provoked no ill feeling.

Unfortunately, some miscreant succeeded in introducing into it allusions of a decidedly Rabelaisian character. The evening arrived, a large audience of ladies and gentlemen were a.s.sembled, and this programme was freely distributed.

The proceeding was felt to be an outrage; and I served notice on the cla.s.s that the real of offender or offenders, if they wished to prevent serious consequences to all concerned, must submit themselves to the faculty and take due punishment. Unfortunately, they were not manly enough to do this. Thereupon, to my own deep regret and in obedience to my sense of justice, I suspended indefinitely from the university the four officers of the cla.s.s, its president, vice-president, secretary, and treasurer.

They were among the very best men in the cla.s.s, all of them friends of my own; and I knew to a certainty that they had had nothing directly to do with the articles concerned, that the utmost which could be said against them was that they had been careless as to what appeared in the programme, for which they were responsible. Most bitter feeling arose, and I summoned a meeting of the entire student body. As I entered the room hisses were heard; the time had evidently come for a grapple with the whole body. I stated the case as it was: that the four officers would be suspended and must leave the university town until their return was allowed by the faculty; that such an offense against decency could not be condoned; that I had understood that the entire cla.s.s proposed to make common cause with their officers and leave the university with them; that to this we interposed no objection; that it simply meant less work for the faculty during the remainder of the year; that it was far more important for the university to maintain a character for decency and good discipline than to have a large body of students; and that, if necessary to maintain such a character, we would certainly allow the whole student body in all the cla.s.ses to go home and would begin anew. I then drew a picture.

I sketched a member of the cla.s.s who had left the university on account of this discipline entering the paternal door, encountering a question as to the cause of his unexpected home-coming, and replying that the cause was the outrageous tyranny of the president and faculty. I pictured, then, the father and mother of the home-coming student asking what the cause or pretext of this ''tyranny''

was, and I then said: ''I defy any one of you to show your father and mother the 'mock programme' which has caused the trouble. There is not one of you here who dares do it; there is not one of you who would not be turned out of his father's door if he were thus to insult his mother.''

At this there came a round of applause. I then expressed my personal regret that the penalty must fall upon four men whom I greatly respected; but fall it must unless the offenders were manly enough to give themselves up. The result was that at the close I was greeted with a round of applause; and immediately afterward the four officers came to me, acknowledged the justice of the discipline, and expressed the hope that their suspension might not go beyond that term. It did not: at the close of the term they were allowed to return; and from that day ''mock programmes'' of the sort concerned, which in many American colleges had been a chronic evil, never reappeared at Cornell. The result of this action encouraged me greatly as to the reliance to be placed on the sense of justice in the great body of our students when directly and properly appealed to.

Still another thing which I sought to promote was a reasonable devotion to athletics. My own experience as a member of a boating-club at Yale had shown me what could be done, and I think one of the best investments I ever made was in giving a racing-boat to the Cornell crew on Cayuga Lake. The fact that there were so many students trained st.u.r.dily in rural homes in the bracing air of western New York, who on every working-day of college life tramped up the University Hill, and on other days explored the neighboring hills and vales, gave us a body of men sure to do well as athletes. At their first contest with the other universities on the Connecticut River at Springfield they were beaten, but they took their defeat manfully. Some time after this, General Grant, then President of the United States, on his visit to the university, remarked to me that he saw the race at Springfield; that our young men ought to have won it; and that, in his opinion, they would have won it if they had not been unfortunately placed in shallow water, where there were eddies making against them. This remark struck me forcibly, coming as it did from one who had so keen a judgment in every sort of contest. I bore it in mind, and was not surprised when, a year or two later (1875), the Cornell crews, having met at Saratoga Lake the crews from Harvard, Yale, and other leading universities, won both the freshman and university races. It was humorously charged against me that when the news of this reached Ithaca I rang the university bells. This was not the fact. The simple truth was that, being in the midst of a body of students when the news came, and seeing them rush toward the bell-tower, I went with them to prevent injury to the bells by careless ringing; the ringing was done by them. I will not deny that the victory pleased me, as many others since gained by the Cornell crews have done; but far more to me than the victory itself was a letter written me by a prominent graduate of Princeton who was at Saratoga during the contest. He wrote me, as he said, not merely to congratulate me on the victory, but on the fine way in which our students took it, and the manly qualities which they showed in the hour of triumph and during their whole stay at Saratoga. This gave me courage.

From that day I have never felt any fears as to the character of the student body. One leading cause of the success of Cornell University, in the midst of all its trials and struggles, has been the character of its students: working as they do under a system which gives them an interest in the studies they are pursuing, they have used the large liberty granted them in a way worthy of all praise.

Nor is this happy change seen at Cornell alone. The same causes,--mainly the increase in the range of studies and freedom of choice between them, have produced similar results in all the leading inst.i.tutions. Recalling the student brawl at the Harvard commons which cost the historian Prescott his sight, and the riot at the Harvard commencement which blocked the way of President Everett and the British minister; recalling the fatal wounding of Tutor Dwight, the maiming of Tutor Goodrich, and the killing of two town rioters by students at Yale; and recalling the monstrous indignities to the president and faculty at Hobart of which I was myself witness, as well as the state of things at various other colleges in my own college days, I can testify, as can so many others, to the vast improvement in the conduct and aims of American students during the latter half of the nineteenth century.

CHAPTER XXI

DIFFICULTIES AND DANGERS AT CORNELL--1868-1872

The first business after formally opening the university was to put in operation the various courses of instruction, and vitally connected with these were the lectures of our non-resident professors. From these I had hoped much and was not disappointed. It had long seemed to me that a great lack in our American universities was just that sort of impulse which non-resident professors or lecturers of a high order could give. At Yale there had been, in my time, very few lectures of any sort to undergraduates; the work in the various cla.s.ses was carried on, as a rule, without the slightest enthusiasm, and was considered by the great body of students a bore to be abridged or avoided as far as possible. Hence such pranks as cutting out the tongue of the college bell, of which two or three tongues still preserved in university club-rooms are reminders; hence, also, the effort made by members of my own cla.s.s to fill the college bell with cement, which would set in a short time, and make any call to morning prayers and recitations for a day or two impossible--a performance which caused a long suspension of several of the best young fellows that ever lived, some of them good scholars, and all of them men who would have walked miles to attend a really inspiring lecture.

And yet, one or two experiences showed me what might be done by arousing an interest in regular cla.s.s work.

Professor Thacher, the head of the department of Latin, who conducted my cla.s.s through the ''Germania'' and ''Agricola'' of Tacitus, was an excellent professor; but he yielded to the system then dominant at Yale, and the whole thing was but weary plodding. Hardly ever was there anything in the shape of explanation or comment; but at the end of his work with us he laid down the book, and gave us admirably the reasons why the study of Tacitus was of value, and why we might well recur to it in after years. Then came painfully into my mind the thought, ''What a pity that he had not said this at the beginning of his instruction rather than at the end!''

Still worse was it with some of the tutors, who took us through various cla.s.sical works, but never with a particle of appreciation for them as literature or philosophy. I have told elsewhere how my cla.s.smate Smalley fought it out with one of these. No instruction from outside lectures was provided; but in my senior year there came to New Haven John Lord and George William Curtis, the former giving a course on modern history, the latter one upon recent literature, and both arousing my earnest interest in their subjects. It was in view of these experiences that in my ''plan of organization'' I dwelt especially upon the value of non-resident professors in bringing to us fresh life from the outside, and in thus preventing a certain provincialism and woodenness which come when there are only resident professors, and these selected mainly from graduates of the inst.i.tution itself.

The result of the work done by our non-resident professors more than answered my expectations. The twenty lectures of Aga.s.siz drew large numbers of our brightest young men, gave them higher insight into various problems of natural science, and stimulated among many a zeal for special investigation. Thus resulted an enthusiasm which developed out of our student body several scholars in natural science who have since taken rank among the foremost teachers and investigators in the United States. So, too, the lectures of Lowell on early literature and of Curtis on later literature aroused great interest among students of a more literary turn; while those of Theodore Dwight on the Const.i.tution of the United States and of Bayard Taylor upon German literature awakened a large number of active minds to the beauties of these fields. The coming of Goldwin Smith was an especial help to us. He remained longer than the others; in fact, he became for two or three years a resident professor, exercising, both in his lecture-room and out of it, a great influence upon the whole life of the university.

At a later period, the coming of George W. Greene as lecturer on American history, of Edward A. Freeman, regius professor at Oxford, as a lecturer on European history, and of James Anthony Froude in the same field, aroused new interest. Some of our experiences with the two gentlemen last named were curious. Freeman was a rough diamond--in his fits of gout very rough indeed. At some of his lectures he appeared clad in a shooting-jacket and spoke sitting, his foot swathed to mitigate his sufferings. From New Haven came a characteristic story of him. He had been invited to attend an evening gathering, after one of his lectures, at the house of one of the professors, perhaps the finest residence in the town. With the exception of himself, the gentlemen all arrived in evening dress; he appeared in a shooting-jacket. Presently two professors arrived; and one of them, glancing through the rooms, and seeing Freeman thus attired, asked the other, ''What sort of a costume do you call that?'' The answer came instantly, ''I don't know, unless it is the costume of a Saxon swineherd before the Conquest.'' In view of Freeman's studies on the Saxon and Norman periods and the famous toast of the dean of Wells, ''In honor of Professor Freeman, who has done so much to reveal to us the rude manners of our ancestors,'' the Yale professor's answer seemed much to the point.

The lectures of Froude were exceedingly interesting; but every day he began them with the words ''Ladies and gentlemen,'' in the most comical falsetto imaginable,-- a sort of Lord Dundreary manner,--so that, sitting beside him, I always noticed a ripple of laughter run- ning over the whole audience, which instantly disappeared as he settled into his work. He had a way of giving color to his lectures by citing bits of humorous history. Thus it was that he threw a vivid light on the horrors of civil war in Ireland during the sixteenth and seventeenth centuries, when he gave the plea of an Irish chieftain on trial for high treason, one of the charges against him being that he had burned the Cathedral of Cashel. His plea was: ''Me lords, I niver would have burned the cathaydral but that I supposed that his grace the lord archbishop was inside.''

Speaking of the strength of the clan spirit, he told me a story of the late Duke of Argyll, as follows: At a banquet of the great clan of which the duke was chief, a splendid snuff-box belonging to one of the clansmen, having attracted attention, was pa.s.sed round the long table for inspection. By and by it was missing. All attempts to trace it were in vain, and the party broke up in disgust and distress at the thought that one of their number must be a thief.

Some days afterward, the duke, putting on his dress-coat, found the box in his pocket, and immediately sent for the owner and explained the matter. ''I knew ye had it,'' said the owner. ''How did ye know it?'' said the duke. ''Saw ye tak' it.'' ''Then why did n't ye tell me?'' asked the duke. ''I thocht ye wanted it,'' was the answer.

Speaking of university life, Froude told the story of an Oxford undergraduate who, on being examined in Paley, was asked to name any instance which he had himself noticed of the goodness and forethought of the Almighty as evidenced in his works: to which the young man answered, ''The formation of the head of a bulldog. Its nose is so drawn back that it can hang on the bull and yet breathe freely; but for this, the bulldog would soon have to let go for want of breath.''

Walking one day with Froude, I spoke to him regarding his ''Nemesis of Faith,'' which I had read during my attachship at St. Petersburg, and which had been greatly objected to by various Oxford dons, one of whom is said to have burned a copy of it publicly in one of the college quadrangles. He seemed somewhat dismayed at my question, and said, in a nervous sort of way, ''That was a young man's book--a young man's folly,'' and pa.s.sed rapidly to other subjects.From the stimulus given by the non-resident professors the resident faculty reaped much advantage. It might well be said that the former shook the bush and the latter caught the birds. What is most truthfully stated on the tablet to Professor Aga.s.siz in the Cornell Memorial Chapel of the university might, in great part, be said of all the others. It runs as follows: ''To the memory of Louis Aga.s.siz, LL.D. In the midst of great labors for science, throughout the world, he aided in laying the foundations of instruction at Cornell University, and, by his teachings here, gave an impulse to scientific studies, which remains a precious heritage. The trustees, in grat.i.tude for his counsels and teachings, erect this memorial. 1884.''An incidental benefit of the system was its happy influence upon the resident professors. Coming from abroad, and of recognized high position, the non-residents brought a very happy element to our social life. No veteran of our faculty is likely to forget the charm they diffused among us. To meet Aga.s.siz socially was a delight; nor was it less a pleasure to sit at table with Lowell or Curtis. Of the many good stories told us by Lowell, I remember one especially. During a stay in Paris he dined with Sainte-Beuve, and took occasion to ask that most eminent of French critics which he thought the greater poet, Lamartine or Victor Hugo. Sainte-Beuve, shrugging his shoulders, replied: ''Eh bien, charlatan pour charlatan, je prefre Lamartine.'' This provoked another story, which was that, being asked by an American professor whether in his opinion the Empire of Napoleon III was likely to endure, Sainte-Beuve, who was a salaried senator of the Empire, answered with a shrug, ''Monsieur, je suis pay pour le croire.'' Aga.s.siz also interested me by showing me the friendly, confidential, and familiar letters which he was then constantly receiving from the Emperor of Brazil, Dom Pedro--letters in which not only matters of science but of contemporary history were discussed. Bayard Taylor also delighted us all.Nothing could exceed, as a provocative to mirth, his recitations of sundry poems whose inspiration was inferior to their ambition. One especially brought down the house-- ''The Eonx of Ruby,'' by a poet who had read Poe and Browning until he never hesitated to coin any word, no matter how nonsensical, which seemed likely to help his jingle. In many respects the most charming of all the newcomers was Goldwin Smith, whose stories, observations, reflections, deeply suggestive, humorous, and witty, were especially grateful at the close of days full of work and care. His fund of anecdotes was large. One of them ill.u.s.trated the fact that even those who are best acquainted with a language not their own are in constant danger of making themselves ridiculous in using it. The Duc d'Aumale, who had lived long in England, and was supposed to speak English like an Englishman, presiding at a dinner of the British a.s.sociation for the Advancement of Science, gave a toast as follows: ''De tree of science, may it shed down pease upon de nations.''Another story related to Sir Allan MacNab, who, while commander of the forces in Canada, having received a card inscribed, ''The MacNab,'' immediately returned the call, and left a card on which was inscribed, ''The other MacNab.''As I revise these lines, thirty-six years after his first coming, he is visiting me again to lay the corner-stone of the n.o.ble building which is to commemorate his services to Cornell. Though past his eightieth year, his memory constantly brings up new reminiscences. One of these I cannot forbear giving. He was at a party given by Lady Ashburton when Thomas Carlyle was present. During the evening, which was beautiful, the guests went out upon the lawn, and gazed at the starry heavens. All seemed especially impressed by the beauty of the moon, which was at the full, when Carlyle, fastening his eyes upon it, was heard to croak out, solemnly and bitterly, ''Puir auld creetur!''The instruction of the university was at that time divided between sundry general courses and various technical departments, the whole being somewhat tentative. These general courses were mainly three: the arts course, which embraced both Latin and Greek; the course in literature, which embraced Latin and modern languages; and the course in science, which embraced more especially modern languages in connection with a somewhat extended range of scientific studies. Of these general divisions the one most in danger of shipwreck seemed to be the first.It had been provided for in the congressional act of 1862, evidently by an afterthought, and it was generally felt that if, in the storms besetting us, anything must be thrown overboard, it would be this; but an opportunity now arose for clenching it into our system. There was offered for sale the library of Professor Charles Anthon of Columbia, probably the largest and best collection in cla.s.sical philology which had then been brought together in the United States. Discussing the situation with Mr. Cornell, I showed him the danger of restricting the inst.i.tution to purely scientific and technical studies, and of thus departing from the university ideal.He saw the point, and purchased the Anthon library for us. Thenceforth it was felt that, with such a means of instruction, from such a source, the cla.s.sical department must stand firm; that it must on no account be sacrificed; that, by accepting this gift, we had pledged ourselves to maintain it.Yet, curiously, one of the most bitter charges constantly reiterated against us was that we were depreciating the study of ancient cla.s.sical literature. Again and again it was repeated, especially in a leading daily journal of the metropolis under the influence of a sectarian college, that I was ''degrading cla.s.sical studies.'' No- thing could be more unjust; I had greatly enjoyed such studies myself, had found pleasure in them since my graduation, and had steadily urged them upon those who had taste or capacity for them. But, as a student and as a university instructor, I had noticed two things in point, as many other observers had done: the first of these was that very many youths who go through their Latin and Greek Readers, and possibly one or two minor authors besides, exhaust the disciplinary value of such studies, and thenceforward pursue them listlessly and perfunctorily, merely droning over them. On their account it seemed certainly far better to present some other courses of study in which they could take an interest. As a matter of fact, I constantly found that many young men who had been doing half-way mental labor, which is perhaps worse than none, were at once brightened and strengthened by devoting themselves to other studies more in accordance with their tastes and aims.But a second and very important point was that, in the two colleges of which I had been an undergraduate, cla.s.sical studies were really hampered and discredited by the fact that the minority of students who loved them were constantly held back by a majority who disliked them; and I came to the conclusion that the true way to promote such studies in the United States was to take off this drag as much as possible, by presenting other courses of studies which would attract those who had no taste for Latin and Greek, thus leaving those who had a taste for them free to carry them much farther than had been customary in American universities up to that time. My expectations in this respect were fully met. A few years after the opening of the university, contests were arranged between several of the leading colleges and universities, the main subjects in the compet.i.tion being Latin, Greek, and mathematics; and to the confusion of the gainsayers, Cornell took more first prizes in these subjects than did all the older competing inst.i.tutions together. Thenceforward the talk of our ''degrading clas- sical studies'' was less serious. The history of such studies at Cornell since that time has fully justified the policy then pursued. Every competent observer will, I feel sure, say that at no other American inst.i.tution have these studies been pursued with more earnestness or with better results. The Museum of Cla.s.sical Archaeology, which has since been founded by the generous gift of Mr. Sage, has stimulated an increased interest in them; and graduates of Cornell are now exercising a wide influence in cla.s.sical teaching: any one adequately acquainted with the history of American education knows what the influence of Cornell has been in bettering cla.s.sical instruction throughout the State of New York. There has been another incidental gain. Among the melancholy things of college life in the old days was the relation of students to cla.s.sical professors. The majority of the average cla.s.s looked on such a professor as generally a bore and, as examinations approached, an enemy; they usually sneered at him as a pedant, and frequently made his peculiarities a subject for derision. Since that day far better relations have grown up between teachers and taught, especially in those inst.i.tutions where much is left to the option of the students. The students in each subject, being those who are really interested in it, as a rule admire and love their professor, and whatever little peculiarities he may have are to them but pleasing accompaniments of his deeper qualities. This is a perfectly simple and natural result, which will be understood fully by any one who has observed human nature to much purpose.